Manifesto for the future of work and organizational psychology

This manifesto presents 10 recommendations for a sustainable future for the field of Work and Organizational Psychology. The manifesto is the result of an emerging movement around the Future of WOP (see www.futureofwop.com), which aims to bring together WOP-scholars committed to actively contribute to building a better future for our field. Our recommendations are intended to support both individuals and collectives to become actively engaged in co-creating the future of WOP together with us. Therefore, this manifesto is open and never “finished.” It should continuously evolve, based on an ongoing debate around our professional values and behavior. This manifesto is meant, first of all, for ourselves as an academic community. Furthermore, it is also important for managers, decision makers, and other stakeholders and interested parties, such as students, governments and organizations, as we envision what the future of WOP could look like, and it is only through our collective efforts that we will be able to realize a sustainable future for all of us.     

The determination of content

I identify a notion of compositionality at the intersection of the different notions philosophers, linguists, and psychologists are concerned with. The notion is compositionality of expression content: the idea that the content of a complex expression in a context of its utterance is determined by its syntactic structure and the contents of its constituents in the contexts of their respective utterances. Traditional arguments from productivity and systematicity cannot establish that the contents of linguistic expressions are compositionally determined in this sense. I present a novel argument for this thesis.     

Types of semantic category and stimulus modality in procedural learning: implications for models of semantic memory

The present work attempts to determine whether procedural learning of a semantic categorisation task is influenced by the type of semantic category of the stimuli (biological and non-biological elements). It is also an attempt to determine the effect of the stimulus presentation modality on the categorisation task. A semantic categorisation task (4 series of 40 stimuli) was administered to 256 participants (128 classifying pictures, and 128 classifying words). Biological categories were responded to faster than non-biological ones although there were no significant differences between the interaction of the category type and the stimulus presentation modality. Reaction times progressively decreased with practice. However, the initial differences disappeared when subjects were trained. The way that current models account for these investigation findings is discussed. In addition, it is suggested that there is an attentional bias in favor of biological elements, which disappears when presumably less relevant elements become more relevant as a function of the task characteristics.     

Grammatical comprehension in older adults, both normal and with cognitive impairment: a comparative study based on discriminant and multidimensional scaling techniques

Memory and language tests are usually used to differentiate healthy elderly individuals and individuals with cognitive impairment (CI). In the latter case, there are usually no tests to assess grammatical comprehension. The aim of this paper is to explore the differences in grammatical comprehension between healthy older adults and older adults with CI, identifying the sentences that best discriminate these groups, as well as the underlying dimensions that are most relevant to the individuals. Participants were 71 elderly people, divided into two groups according to their performance on the Spanish version of the Mini Mental State Exam: normal and CI. All were given a comprehension test that included 12 kinds of sentence structures. The CI group performed significantly worse than healthy elderly group. The greatest differences were observed in the sentences adjusted to canonical order in Spanish. The sentences with higher weights in the discriminant function were the ones adjusted to the one-proposition canonical order. Propositional density was the most salient dimension in both groups. Individuals with CI had difficulty assigning thematic roles to constituents, even when it could be done by following a strategy based on the linear order of the roles.     

Psychosocial intervention follow-up in children with ADHD: effects on academic, emotional and social functioning

The aim of this investigation was to analyze the maintenance of the effects, one year after its conclusion, of an intervention that integrated three coordinated programs, implemented with 27 children with ADHD, aged between 7 and 10 years, their parents and teachers. The intervention lasted 10 weeks and included behavior-modification and cognitive-behavioral techniques, academic adaptations and social skills. We evaluated the effects on academic, emotional and social adjustment from the information provided by parents, teachers and classmates. The results confirm the maintenance in the follow-up evaluation of the improvements experienced after the treatment, especially in the academic and social areas, in which these children displayed the greatest difficulties.     

Psychological treatment of physical maltreatment and negligence in children and adolescents: a meta-analysis

The results of a meta-analysis about the efficacy of psychological treatment for children who have suffered physical maltreatment and neglect by their parents or tutors are presented. Sixteen studies that met our selection criteria were included, providing 22 treated groups and 8 control groups. The results showed an absence of clear differences among the diverse treatments, although all of them exhibited a low-to-medium practical significance. The longer they are, the more effective are the treatments and also when neglect was the type of maltreatment suffered by the children. The effect estimates do not seem to be affected by biases. Finally, the clinical implications of the results, as well as those for future research, are discussed.     

Attentional network task performance in schizophrenic patients

Several studies have researched the attentional functioning of schizophrenic patients by means of the Attentional Network Test. The present work reviews these studies and assesses the clinical relevance of their results. Both the reviewed data and our own results suggest that the Attentional Network Test does not provide a clear-cut discrimination of the attentional profile of schizophrenic patients from a clinical point of view. However, after classifying patients according to their psychotic symptoms, it became evident that positive syndrome patients are less efficient at tasks that tap the orientation network.     

Use of multilevel logistic regression to identify the causes of differential item functioning

Given that a key function of tests is to serve as evaluation instruments and for decision making in the fields of psychology and education, the possibility that some of their items may show differential behaviour is a major concern for psychometricians. In recent decades, important progress has been made as regards the efficacy of techniques designed to detect this differential item functioning (DIF). However, the findings are scant when it comes to explaining its causes. The present study addresses this problem from the perspective of multilevel analysis. Starting from a case study in the area of transcultural comparisons, multilevel logistic regression is used: 1) to identify the item characteristics associated with the presence of DIF; 2) to estimate the proportion of variation in the DIF coefficients that is explained by these characteristics; and 3) to evaluate alternative explanations of the DIF by comparing the explanatory power or fit of different sequential models. The comparison of these models confirmed one of the two alternatives (familiarity with the stimulus) and rejected the other (the topic area) as being a cause of differential functioning with respect to the compared groups.